The purpose of this program of research was to investigate ethical leadership as an antecedent, mediator, and outcome of variables of pragmatic importance to the workplace. Three interrelated studies examined the ethical imperative of the employment relationship using three independent datasets. Ethical leadership, as explained by social cognitive theory, was the central concept modeled in each study. Sample sizes of approximately 1,500 military members of the Canadian military were randomly selected for each study to participate in single-source, cross-sectional surveys conducted in a field setting. Correlation and Multiple Regression analyses were used to test relationships at the individual level of analysis. Key results and measures were replicated utilizing confirmatory factor analytic techniques. These studies contribute to ethical leadership research in three ways. First, findings indicated that a follower’s rank was positively associated with perceptions of ethical leadership of the immediate supervisor. Second, perceptions of ethical leadership were moderated by the type and level of follower ethical predispositions in boundary-spanning positions. Third, ethical leadership functioned as a partial mediator transmitting the effect of follower rank onto the workplace outcomes of follower affective commitment, organizational fairness climate, and career satisfaction. Implications for theory and practice are discussed. As a whole results suggest that organizations can effectively address the ethical imperative of the employment relationship through the clear lens of the individual being led – the ubiquitous follower.

The purpose of this program of research was to investigate ethical leadership as an antecedent, mediator, and outcome of variables of pragmatic importance to the workplace. Three interrelated studies examined the ethical imperative of the employment relationship using three independent datasets. Ethical leadership, as explained by social cognitive theory, was the central concept modeled in each study. Sample sizes of approximately 1,500 military members of the Canadian military were randomly selected for each study to participate in single-source, cross-sectional surveys conducted in a field setting. Correlation and Multiple Regression analyses were used to test relationships at the individual level of analysis. Key results and measures were replicated utilizing confirmatory factor analytic techniques. These studies contribute to ethical leadership research in three ways. First, findings indicated that a follower’s rank was positively associated with perceptions of ethical leadership of the immediate supervisor. Second, perceptions of ethical leadership were moderated by the type and level of follower ethical predispositions in boundary-spanning positions. Third, ethical leadership functioned as a partial mediator transmitting the effect of follower rank onto the workplace outcomes of follower affective commitment, organizational fairness climate, and career satisfaction. Implications for theory and practice are discussed. As a whole results suggest that organizations can effectively address the ethical imperative of the employment relationship through the clear lens of the individual being led – the ubiquitous follower.

Between 1957 and 1963, both Anglo-American discussions of nuclear cooperation and the wider debate on nuclear strategy within NATO were often dominated by the question of whether Britain’s deterrent would be amalgamated or integrated into a wider NATO or European force, such as the proposed MLF (Multilateral Force). This dissertation discusses the development and impact of competing British and American proposals for “nuclear sharing” within the context of European economic and political integration as well as that of discussions within NATO of the appropriate strategy for the alliance in an age of mutual nuclear vulnerability between the superpowers. Particular attention is paid to the context of successive nuclear crises in world politics during this period, from Sputnik to the Soviet ultimatum over Berlin through the Cuban missile crisis. The divergent opinions among the leaders of the major powers over the appropriate responses to these crises shaped the debate over nuclear sharing and form a previously neglected dimension of this topic.

Between 1957 and 1963, both Anglo-American discussions of nuclear cooperation and the wider debate on nuclear strategy within NATO were often dominated by the question of whether Britain’s deterrent would be amalgamated or integrated into a wider NATO or European force, such as the proposed MLF (Multilateral Force). This dissertation discusses the development and impact of competing British and American proposals for “nuclear sharing” within the context of European economic and political integration as well as that of discussions within NATO of the appropriate strategy for the alliance in an age of mutual nuclear vulnerability between the superpowers. Particular attention is paid to the context of successive nuclear crises in world politics during this period, from Sputnik to the Soviet ultimatum over Berlin through the Cuban missile crisis. The divergent opinions among the leaders of the major powers over the appropriate responses to these crises shaped the debate over nuclear sharing and form a previously neglected dimension of this topic.

Master of Arts / Department of History / Charles Sanders / This thesis examines the relationships of Ulysses S. Grant and four of his subordinate generals. Ultimately, it is a command study of General Grant that analyzes how he managed his subordinates. The four individuals that this thesis examines are John Alexander McClernand, John Alexander Logan, James Birdseye McPherson, and Gouverneur Kemble Warren. These individuals provide an excellent balance between professional generals from West Point and volunteer generals with political backgrounds. The survey also balances the degrees of success experience by the four subordinates. The thesis traces each subordinate general during the Civil War, their relationship with Grant, and evaluates Grant’s management of each individual. Finally, the thesis identifies certain characteristics that Grant sought in a subordinate general. Taken as a whole, the thesis provides several lessons on the politics of the Union Army’s command structure during the Civil War, thoroughly covers the experiences of each individual subordinate while serving under Grant, and offers valuable insight on the overall generalship of Ulysses S. Grant. The thesis concludes that Grant was an effective manager of his subordinate generals and that his management also transcended his personal preference of West Point graduates. The thesis also identifies proper subordination, aggressive command style, the ability to effectively and efficiently carry out his orders, and trustworthiness as the qualities that Grant sought in his subordinates.

Master of Arts / Department of History / Mark P. Parillo / Detachment 101's experiences provide a microcosm view of the evolutionary nature of warfare, and also demonstrates the understanding of Fourth Generational Warfare concepts by the Detachment.

Doctor of Philosophy / Department of History / Mark P. Parillo / The Second World War internment of the West Coast Issei and Nisei remains a tragic moment in American history. It has long been viewed by historians as a singular act of mass social and political pressure to remove a racially constructed social group from the area, but it was carried out by the United States Army under the direction of the War Department. This dissertation studies the formation of the military policy that led to the Second World War internment of Japanese-Americans and the transformation of a reluctant American Army into an agent of a xenophobic West Coast civilian populace through external pressure, poor planning, and false assumptions. This study focuses on several aspects of civil-military relations associated with the Second World War internment of the Issei and Nisei. This includes the history of militancy and mob rule in the West Coast urban landscape and the borders of civil-military relations on the West Coast as they applied to the region’s xenophobic legislative government. Likewise, the relationship between the military and the militia, urban race relations, and the role of intelligence analysis play a central role in determining the distortion of facts, which shaped the American military’s internment policy. Finally, the disconnects between the East and West Coast arms of the federal government and the Justice and War Departments play an equally pivotal role steering the military’s response to the devolving state of affairs on the West Coast in the months following Pearl Harbor, resulting in the internment of over 110,000 Issei and Nisei in the following months.

Doctor of Philosophy / Department of History / Donald J. Mrozek / This study analyzes the effect of the Army Air Forces’ wartime experience on the selection and training of aviation cadets and the steps taken by the Army Air Forces to reduce the number of accidents and fatalities. Over the course of the war, the US Army Air Forces suffered over 54,000 accidents in the continental United States. These accidents accounted for over 15,000 fatalities, the equivalent of a World War Two infantry division. As a result of this wartime experience the Army Air Forces began instituting and enforcing stricter safety measures and emphasizing safety in all phases of training. By the end of the war, the Army Air Forces had transitioned from an organization with loose standards for selection, training, and safety to one with formal procedures for all three. In the process, the Army Air Forces established a new culture of professionalism for the US Air Force.

Doctor of Philosophy / Department of History / Donald J. Mrozek / After the Second World War, the leaders of the Department of the Army (DA) worked to inform those in the service that they had a duty to help the American people understand what the Army was doing to provide security for the nation. Their goal was for the public to have, at a minimum, the same amount of understanding of the Army as it had during World War II. To achieve this goal they believed that the officer corps had to be convinced that explaining to the public what the service was doing was in the best interest of the Army. The effort of the leaders to convince the officer corps was conducted by two primary means. First, the leaders made many public statements announcing that the Army would continue to inform the American people. Second, they added a requirement for those setting the curricula at the senior two schools of the service to provide instruction about the program that the Army had, which had three sub-programs, to update the American public. Between AY 1947 and 1989, the leaders continued to talk about the importance of informing the public. However, those approving the curricula at the two Colleges of the Army placed decreasing emphasis on educating students about what public affairs was and how to conduct it. This assertion is based on three primary findings. First, there is a clear decrease in the number of hours allocated to teaching about public affairs. Second, over the course of this period students were provided with fewer chances to apply what they were learning. Third, the coverage of the instruction went from covering at least two of the components of the Army’s program to at best only one. In the end a gap is clearly visible between what the leaders of the Army were saying regarding the importance of educating officers about public affairs and what was included in the curricula of these two schools: deeds did not match words.

This research examines the relationship between masculinity and recruitment at the University of Toronto during the Great War. Through a gendered framework established by historians such as Judith Butler, masculinity is approached as a constructed process that encompasses a variety of complex relationships between the individual subject and social processes. The following questions are explored: What motivated the administration the University to instate policies that first encouraged, and then forced, male students to enter active service? How did dominant discourses of masculinity influence recruitment efforts and the subsequent movement towards mandatory military training? The research reveals that gendered understandings of war and recruitment on campus presented active service as the defining moment of manhood. Enlisting, then, was understood as more than a willingness to take up arms; it publicly signified that a man was committed to the defense of democracy and to securing the freedom of generations to come.